Elizabeth Hampton2015-08-02T19:03:45-04:00Elizabeth Hamptonhttp://www.huffingtonpost.com/author/index.php?author=elizabeth-hamptonCopyright 2008, HuffingtonPost.com, Inc.HuffingtonPost Blogger Feed for Elizabeth HamptonGood old fashioned elbow grease.Thank You, Harassmaptag:www.huffingtonpost.com,2011:/theblog//3.10859882011-11-11T15:33:17-05:002012-01-11T05:12:01-05:00Elizabeth Hamptonhttp://www.huffingtonpost.com/elizabeth-hampton/
The first two months I lived in Cairo the harassment was just annoying. "Oh, very nice! What's your name?" was a common refrain, normally arising from clusters of teenage boys. I taught high school for three years, so I'm familiar with the antics superfluous quantities of testosterone can produce. I brushed it off. If I was feeling especially cheery - and had a strong drink in my hand - I might even laugh about it later. "They're just being teenage boys," I'd say. Of course, in common parlance, "being teenage boys" is a euphemism for "acting like idiots."

To get to my office, I must first walk across the Tahrir Bridge, a main artery off the iconic epicenter of Egypt's Revolution. On any given day between three to six groups of guys will harass me. If air is particularly calm or I'm wearing blue or it's an odd-numbered day of the month, there may be more. Sometimes they'll pretend to block my path. Sometimes they'll make sounds. I've had one young man walk like a zombie in my direction. Requests for pictures are not uncommon.

When these things happen, I question my decision to walk to work. I could have sidestepped the issue by simply hopping in a cab. As harassment abounds, it seems as though I've made a poor choice, like eating too much candy. But there is a major difference between knowing an economy-sized bag of jellybeans will give you a bellyache and eating them regardless, and knowing a group of men will harass you when you walk across a certain bridge. Gorging oneself on jellybeans is not a human right (though they probably should be). Freedom of movement is. I shouldn't feel like a trailblazer because I refuse to seek refuge in a cab.

The longer I live in Cairo, the more outraged I become by the frequency of these events. As far as I'm concerned there is little difference between harassing a woman with "Oh, very nice! What's your name?" and "%$#^ you *$#@!" At the end of the day, it's not about what the men are saying, but their belief that they have the right to say it to you.

But catcall enthusiasts may have met their match. Harassmap is a new initiative aimed a curbing harassment in Egypt. The online site allows women to report and document incidences of sexual harassment to the site by emailing, tweeting, texting or completing an online form. Women can even sign up for direct and immediate alerts. Details of reported incidences, including the nature of the occurrence and where it happened, are all available, as are first hand accounts from the victims.

Two days ago, en route to my office, I passed a man touching himself on the sidewalk. We happened to be the only two people on that given block, and though he was not looking at me directly, I couldn't help but feel uncomfortable. Whatever his reason for the lewd behavior, it was inappropriate. So I reported the incident to Harrassmap. It took all of three minutes. Had I been able to read street signs in Arabic, it would have taken less time. Of course no one is going to catch the creep who was enjoying himself so unbecomingly and publically, but at least other women who walk through the area will know he's out there.

It's easy to feel helpless when confronted with nonstop harassment, especially in a male-dominated society. In Egypt, this doesn't just happen to foreign women. It happens to all women. That includes those wearing a hijab. Initiatives such as Harrassmap offer a glimmer a hope. If we continue to take a stand, objectifying and intimidating women might just become less institutionalized. So, why limit such a great idea to Egypt? Women are harassed on every continent, country, state and city. And though Harrassmap may not single out the transgressors, it sends a message of intolerance and gives women a platform to be heard. So, thank you, Harassmap!
]]>Tonight in Cairotag:www.huffingtonpost.com,2011:/theblog//3.10026252011-10-09T20:12:09-04:002011-12-09T05:12:01-05:00Elizabeth Hamptonhttp://www.huffingtonpost.com/elizabeth-hampton/
"Television," he says, using one of Arabic's few but blessed cognates.

I nod, wanting to believe that images I see are part of Egypt's next great TV show. Still, something in my gut suggests that I'm being naïve. Intermittently, the sounds of gunshots echo through the air. Flames, reflecting brilliantly off the Nile, are too sporadic and uncontrolled to be part of any TV set.

Against my better instincts, I put a scarf over my blonde hair and head through Tahrir Square. People are gathering. Clustered around an Egyptian flag, adolescent boys chant and clap. I see an unveiled woman shouting angrily at a group of men. Others just stand and watch.

Indeed, something is wrong.

Not until I reach the safety of my apartment do I learn that riots have broken out in front the Egyptian television station. Coptic Christians, marching from the northern neighborhood Shubra, are at odds with the military. The march had led protesters to the television station, where they then conducted a peaceful sit-in until the arrival of the military. News stations and twitter feeds say that at least 19 people have died. By the time it's all over, that number could be higher. With protesters moving to Tahrir Square, Cairo has again become a crucible.

Following the bombing of an Alexandrian church in January, sectarian violence and Coptic unrest has been on the rise. Making up only 10% of Egypt's 80 million people, Coptic Christians are increasingly frustrated by lack of military support and protection in the recent months. Exacerbated by fears of increasing power to Islamists, the Copts have become more vocal in their demands for religious equality and freedom. Tonight's protest was certainly not the first of its kind.

As collective frustration festers over the state of things in Egypt, it's entirely possible that the moments leading to this evening's riots could have simply been the proverbial straw that broke the camel's back. Groups that stood next to one another in January are now fracturing and growing restless in the absence of a stable government. Not much has changed in the New Egypt. Among complaints of the Coptic protesters was misleading media representation. This is justified: media censorship prevails throughout the country, stripping Egyptians of the opportunity to report on or speak out against the military. Even tonight, reports from Egyptian TV has described the manner by which soldiers were attacked and displayed images of soldiers being treated for wounds in the hospital. Is it really possible to believe that the protestors have gotten through this riot unscathed? And you wonder where their vitriol comes from.

We need not point fingers at religion or religious groups when deconstructing what's happening throughout the streets of Cairo. Many Egyptians, Copts and Muslims alike, are fed up with the military and frustrated at the pace of reforms. Democracy has not yet been achieved, and it appears as though time is running out. Tonight's events are a sad reminder of the long road ahead for peace and justice in Egypt.
]]>Egyptian Educators Fight the Good Fighttag:www.huffingtonpost.com,2011:/theblog//3.9874582011-09-30T11:41:06-04:002011-11-30T05:12:03-05:00Elizabeth Hamptonhttp://www.huffingtonpost.com/elizabeth-hampton/towards a school system in much need of reform. The ouster of Mubarak was merely a starting point. Having dismantled the inertia and complacency once fueled by disenfranchisement, Egyptians are now reclaiming their voices and taking an active part in shaping the future of their country.

Images of Egyptian strikers are reminiscent of wintery scenes from outside the Wisconsin State Capital building, sans the Big 10 sweatshirts and snow, of course. And while educators from the Middle East and Middle West may find solidarity on many issues, the grounds for protesting in Egypt put things in serious perspective. This is not to say that the grievances of Wisconsin teachers were unfounded -- Scott Walker's attack on collective bargaining undercut constitutional rights, and, ranked 49th among starting teacher salaries nationwide, the state's compensation for first year educators leaves something to be desired.

Still, the demands of Egyptian teachers are much more fundamental: a consistent contractual system (many work without a contract at all), a discontinuance of merit-based exams and a minimum monthly salary of 3,000 Egyptian pounds. That's roughly $500. It's important to remember that this is what Egyptian teachers are aspiring for, not what they currently make. Majority of educators bring in far less and are forced to tutor on the side to support themselves and their families. An article in The Wall Street Journal even cited one educator as making less than 700 Egyptian pounds per month (approximately $115). The cost of living in Egypt is low, but such a salary practically aligns what should be a respected profession with poverty.

A particularly infuriating aspect of Egypt's school system is the abject inequity that marks the quality of schools. At private and international schools, educators are in no way subject to the same deplorable pay or desiccated resources that their public counterparts must endure. Positions in these schools are often filled with ex-patriots, all of whom find teaching in Egypt both professionally and financially rewarding. The handfuls of Egyptian children who attend these schools receive a far better education; they are the lucky few who later attend good universities and have access to well-paying jobs.

This educational inequity exacerbates the wealth gap that beleaguers Egypt's economy. You'd be hard pressed to find many businesses that cater to middle class Egyptians because there is no veritable middle class. Restaurants are either wildly expensive or dubiously cheap. The same holds true for clothing stores, electronic shops and supermarkets. While a variety of factors contribute to economic disparity, the education system plays a critical role in laying the foundation for a stable and balanced economy. Well-intentioned NGOs, the IMF and the World Bank can fuel money and economic programs into the country all day long, but until schools start churning out a population that is prepared to enter the workforce, long-lasting change will not occur.

Though the teacher strike has been put on temporary hold following Prime Minister Essam Sharaf's proposed concessions, issues facing the Egyptian school system are nowhere near a resolution. As Egypt enters a new political era, there is enormous potential to improve public sector institutions that have long stymied significant progress. As with our industrious educators from the Midwest, the Egyptian people are not resting on their laurels. This is their moment, and they have made their needs clear. Now, it is time for the governing parties to listen and act. ]]>Eliminating January Regents Could Hurt Some Schoolstag:www.huffingtonpost.com,2011:/theblog//3.8703102011-06-02T15:03:05-04:002012-07-23T16:10:11-04:00Elizabeth Hamptonhttp://www.huffingtonpost.com/elizabeth-hampton/New York State Board of Regents recently voted to eliminate January exams, effective in 2012. While this may come as little concern for high-achieving schools, the decision could result in serious repercussions at schools with large populations of low-performing or special needs students.

The removal of such a critical examination period comes under the assumption that the circumstances and realities surrounding all schools in New York are the same. This, unfortunately, is not the case. In some school districts, January exams may have been a superfluous expenditure because majority the students are successful on the June Regents alone. In other districts, especially those situated in low-income, urban areas, every exam period -- January, June and August -- matters.

The varied manner by which this change will impact schools speaks to the underlying disparities in America's education system. More than half a century after Brown vs. the Board of Education, many American schools are still segregated. The difference now is that segregation is accepted under the guise of socio-economic status. And so, structural changes that might be innocuous in one district are catastrophic in another.

In urban districts like New York City, the potential for catastrophe is exacerbated. When graduating eighth-graders are dispensed into various high schools throughout the city, some institutions receive droves of level three and four students while others are over-burdened with ones and twos. Tossing large groups of struggling learners into a single school does not help raise achievement. My own school, after taking in an entire freshman class of students who scored two or below on middle school math and ELA exams, has struggled with this all year. Regardless of how hard teachers and students work, combating these skill deficits is an arduous, uphill battle.

Currently, students must pass five Regents to graduate in New York with a Regents diploma. While this is a doable task, some students -- especially those who enter ninth grade below standard -- may need more than one crack at a single exam to break the required 65. It's not easy. Consider the skills required to pass a Global History Regents: Students must first wrestle with millenniums worth of challenging content, complex theoretical frameworks and unfamiliar names and places; then, they must write two comprehensive essays, one a detailed exposé on a theme, the other a document analysis. For students who enter high school below standard, simply writing an essay about something they know can be a challenge. In my school, failure to pass the Global Regents has long been a stubborn predicate for not graduating.

The January exam period is important because it offers students the opportunity to take these high-stakes tests after receiving a semester of direct instruction. Because attendance and enrollment for summer school is unreliable, depending only on June and August exams is not a responsible exit strategy, especially for students who are barely on the cusp of graduating or remaining on-track.

Reality, while tough to swallow, is near impossible to ignore. We may fancy ourselves a size 2, but if our hips and thighs are more appropriately suited to a 6, those jeans ain't zipping up. In the same way, while no one wishes for a disparity in student performance across our school system, the problem does exist. It is possible to acknowledge and work with this fact without becoming complacent or resigned to it.

There are viable solutions to this testing conundrum. If the Department of Education can no longer afford to adequately administer the Regents, then they should lessen the severity and weight those exams attribute to the success of teachers and students. They could also eliminate the practice of pushing along middle school students who are not yet ready for ninth grade. With a thrust for high schools to posit themselves as "college-ready" institutions, students who enter below standard find themselves in classes they simply may not have the skills for. Either way, until all schools are created equal, such drastic and sweeping policies will only aggravate the inconsistencies and inequities that already beleaguer our school system.]]>A Better Approach to Alternative Teaching Certification Programstag:www.huffingtonpost.com,2011:/theblog//3.8572822011-05-08T11:14:58-04:002012-07-23T16:11:14-04:00Elizabeth Hamptonhttp://www.huffingtonpost.com/elizabeth-hampton/
The program, which offered mentors a stipend and resume boost, came with a catch. Unlike other models for teacher education, my student teacher would be with me all day for an entire year and eventually take over one of my classes. Oh and, by the way, he'd never taken an education course in his life.

There are now an abundance of programs, similar to this one, aimed at getting talented, non-education majors into the teaching profession. Teach for America is probably best known and most reputable, followed closely by regional organizations such as the New York City Teaching Fellows. Pledging unflagging support and perks, such as subsidized degrees, these programs thrust rookie teachers into the classroom after nothing more than a summer blitzkrieg of training courses.

For career-changers or recent grads overwhelmed by a sudden desire to teach, this is an excellent option. No longer is one entrapped by the trajectory of a college major mistakenly declared in the mercurial tumult of our late teens! Alas, an escape from the bottom lines and suits of the corporate world! In so many ways, these programs are wonderful. They flood the profession with bright and energetic people. They fill classrooms in high-need neighborhoods. They create opportunities for impassioned individuals to get into schools and make a difference.

But for all the good they do, there is one regrettable caveat.

I am the product of the New York City Teaching Fellows, and while I am grateful for the opportunity this program afforded me, I would give almost anything to undo the inadvertent damage I may have caused my students as a novice educator. Did I mean to have shoddy lesson plans? Absolutely not. At the time, I probably fancied my pedagogical campaign a work of innovative genius. Would I have given my right arm to end the unpredicted behavior debacles that always seemed to occur right before lunch? You betcha! But fresh out of college and new to a position of authority, my classroom management skills left something to desire.

That year, my students were slighted. It was neither malice nor indolence that diminished the quality of their academic experience, but unfortunate naivete. Before entering the program, I'd never taken an education course, let alone stood at the helm of a classroom. Words like "differentiated instruction" and "performance standards" were totally Greek to me. Not to say that nothing good was accomplished, but my first year -- as with many others who enter into education via these alternative conduits -- was a mess.

So how do we train teachers in these types of programs while still maximizing student learning? As I've witnessed in the past year with my own student teacher, a more effective and controlled approach might be found in the residency model.

Here's how it works: Much like a medical residency, a student teacher is partnered with an experienced teacher for an entire year and receives training through guided, hands-on experience. Departing from the "trial before fire" approach many alternative certification programs employ, residencies wean prospective teachers from the role of observer to that of leader.

A student teacher is not given full control of the classroom until midway through the year, and even then, they receive comprehensive coaching and support. As a means of preparation for their future careers, student teachers are treated like regular staff members. They are observed by principals, attend school meetings and are held to the same instructional standards as everyone else.

While this system is effective for training new teachers, it also ensures that the students in their classrooms still receive the same quality of instruction an experienced teacher would deliver. Instead of using our children as guinea pigs for first-time educators, the seasoned teacher remains in the classroom to act as a consultant, thus buffering the sometimes unfortunate side-effects of an almost mandatory learning curve.

As I wind down the year with my resident, I am impressed by the progress he's made. Students absolutely adore him, and I have seen considerable growth in his instructional practice. Whereas I suffered several melt-downs in my first year, his transition to leader of the class has been devoid of catastrophic hiccups. No longer does he need my assistance in planning units or lessons, though I am always available for feedback when he asks. As he has discovered his own teaching persona, he rarely needs my intervention for management issues. What makes his success even better is the fact that our students have also performed well. Because he was given a chance to observe, learn and do, everyone had a better year.]]>Why Planned Parenthood Matters for American Schoolstag:www.huffingtonpost.com,2011:/theblog//3.8472862011-04-11T00:15:34-04:002011-06-10T05:12:01-04:00Elizabeth Hamptonhttp://www.huffingtonpost.com/elizabeth-hampton/
Juggling high school and parenthood is a formidable endeavor. When a teenager becomes a mom, school is unfortunately relegated to a matter of secondary importance. Ready or not, child-rearing is their new job and in the early years, about the only thing they can manage. At a time when the application and necessity of a high school diploma has never been more tangible, the academic performance of these students begins to founder. Even with our school's daycare program, my girls still miss considerable time in the classroom and fall despairingly behind in their work.

But that's the thing about parenting -- the life of a child is prioritized above all else and no exception is given to parents who themselves are barely more than kids.

Often, the girl (and her family) will bear the brunt of pregnancy and child-raising. Rarely is a father in the picture and when one is, he's certainly not the party absent from school for doctor's appointments, sick infants, or outright exhaustion. In these situations, the lives of young men are indisputably less disrupted.

And GOP wanted to cut funding for Planned Parenthood?

Let's face it -- teenagers are not necessarily inclined to adopt the moral compass, foresight, and values of adults. More specifically, they're unlikely to mimic the ideals of the Republican Party. Teenagers are inquisitive. Some will experiment, others won't. Does this make them bad people? Absolutely not -- they're kids. Big kids with even bigger curiosities.

So do we punish them by passing legislation that would axe an institution providing critical support and care in this arena? Or do we approach this issue with a realistic understanding and recognize that education and access to health services is a smarter way of promoting a healthy country and healthy adolescents.

Late Friday evening, lawmakers reached a budget deal that did not, surprisingly, bludgeon Planned Parenthood. Though this was momentary victory for the reproductive rights of women; federal funding for this organization is expected to remain a tumultuous and polemic issue. With far too many Americans misconceiving Planned Parenthood as both a depository for indiscriminate abortions and an enabler of premature sex, it is difficult to maintain a positive outlook for the future.

For the record, it's neither of those things.

Planned Parenthood provides testing services, breast exams, birth control, and pap smears, all at a reasonable cost. For women without affordable access to health care, these services are invaluable and sometimes life-saving. Just as importantly, Planned Parenthood offers a safe and reputable space for otherwise intimidated teenage girls to acquire birth control, get tested for STIs/HIV, or receive information pertaining to reproductive health. Naysayers may balk at the dissemination of birth control but if a teenager is thinking about experimenting with sex, then they're likely going to try it. Our best bet is to provide the tools to help them make safe decisions.

Peruse around the Planned Parenthood website and you'll find information for teens, parents, and educators. Click on the "Info for Teens" link and you are led to a page that says nothing of abortion. Your portal options are "Get Yourself Tested," "Am I Ready for Sex?" and "The Check" (a tab that, once again, focuses on STI/HIV prevention). Promoting these check-ups is especially crucial for adolescents who often erroneously perceive themselves as invincible or unconditionally immune to such viruses and diseases.

Take the neighborhood my school is located in as an example. According to a report from the New York City Department of Health, this area of Brooklyn has an HIV diagnosis rate that is 30 percent higher than that of NYC overall. The rate of individuals living with HIV/AIDS is also higher than all of NYC by 25 percent. This statistic, accounting for individuals age 13 or older, has implications for the children sitting in our classrooms. Until these numbers are lower everywhere, we need this institution and others like it.

The ideological battle over federal funding for Planned Parenthood is not easily reconcilable and will continue to be a contentious issue in Congress. Loaded and pejorative, abortion seems to exist as the ultimate trump card. But as much as Planned Parenthood is pro-choice, it is also pro-woman. It is time we recognize this and get behind what the organization is intending to do -- improve sexual and reproductive health for females across America. In that way, it is very much on the side of life.]]>Parents Are the Key to Meaningful Reformtag:www.huffingtonpost.com,2011:/theblog//3.8391732011-03-22T14:50:09-04:002012-07-23T16:12:16-04:00Elizabeth Hamptonhttp://www.huffingtonpost.com/elizabeth-hampton/The Christian Science Monitor magazine vets through both the virtues and challenges of turnaround schools. These reform-minded initiatives seek to improve some of the worst performing schools by implementing pioneering and often Draconian measures. In the form of School Improvement Grants, federal funding is available to support such efforts, albeit, with strings attached. To receive funding, a school selects from a relatively limited range of rehabilitation options, the most severe of which can lead to the sweeping ouster of administration and staff.

For years, the Department of Education has juggled newfangled programs aimed at fixing failing schools. It would be unfair to accuse policy makers of sitting idle while the education system falters; reforms are implemented at a dizzying rate, even if they work against what many consider beneficial for schools and students. New York City, for example, is nearly a decade into an experiment to break large, struggling schools, into smaller, specialized, schools. It seemed to work -- at least, for a while.

My school is one of four that supplanted a storied but deteriorating institution as part of the "smaller is better" philosophy. While early years yielded positive results, over time, we're reminded that old habits die hard. Here's the thing: despite the DOE's stalwart effort to revamp the structure within my school building, little significant change has occurred in the surrounding community. And so, the same issues -- gang violence, lack of services, disrupted home lives -- still impact our kids. And while these factors are not the primary determinant of a child's capacity to succeed, they certainly influence their access to education and make a decisive contribution to overall school culture.

Take the following anecdote from Parent-Teacher conferences, which occurred just last week.

On the second day of conferences, I passed a colleague in the stairwell. She is, in my opinion, one of the best teachers in our school -- admirably well-organized, exceedingly fair, irreproachably professional. After a quick exchange of formalities, our conversation broached the lamentable, if not appalling, attendance of the previous evening.

"How many parents did you have come?" I asked casually.

"Six."

"That's all? How many students do you have?"

She frowned. "A little over one hundred."

Without support and buy-in from the school community, i.e. teachers, parents, and students, these turnaround initiatives are nothing more than a well-intentioned rearrangement of furniture. One can discharge an entire staff and rename a school, but without addressing the rudimentary, deep-seeded causes of a problem, little change will occur. Yes, the structures and philosophy within the particular building have a sway on school culture and yes, good teachers can make a difference, but let us not remain heedless of the factors educators cannot control.

Children are in school less than a third of their day. Yet, when we assign responsibility for problems beleaguering student performance, teachers are attributed with what feels like ninety-nine percent of the blame. It doesn't add up. The remaining two-thirds of a child's day are presumably spent in the home or community. That's where parents must step in.

If parents are unwilling to turn off the TV and demand that children spend adequate time doing homework, then what can teachers do? Teenagers might have you believe otherwise, but a parental word of encouragement or reprimand is priceless leverage -- motivational capital, if you will. When parents are involved and hold both themselves and their children accountable, academic performance and behavior improves.

They say it takes a village to raise a child; in few situations is a school mutually exclusive from its surrounding community. As such, the purview and responsibility of these education reforms must extend beyond the confines of a solitary building. School Improvement Grants might do well to follow in the footsteps of far-reaching programs like the Harlem Children's Zone, which both take into account and work with the greater context of a school.

The community-based approach may be precarious, but it's well worth the effort. Instead of laying-off droves of teachers -- many of whom have vital relationships with students and families -- school improvement measures should additionally consider how best to support parents and families. Once we get behind these stakeholders, we might finally see meaningful, lasting progress in our schools.]]>Spending Cuts: You Get What You Pay Fortag:www.huffingtonpost.com,2011:/theblog//3.8268222011-02-23T15:10:51-05:002011-05-25T18:35:25-04:00Elizabeth Hamptonhttp://www.huffingtonpost.com/elizabeth-hampton/
It's true. At a glance, there are seven stringed or hallow gadgets scattered against walls or the crevasses between furniture. It's a collection I've been building since high school and almost every instrument I own -- guitar, mandolin, fiddle, banjo -- is mediocre at best. This is understandable, most purchases were financed via the meager savings of a college student who could not justify spending anything over $250 for a mere hobby.

And so, while my instruments can get the job done, you'll likely never see them on stage at Carnegie Hall. They play the songs I wish but constantly fall out of tune. Until paired with other instruments of better quality, their tone is satisfactory and moderately pleasing. Occasionally, they suffer extended periods of neglect, to which end, I never feel guilty. They were not, in reality, significant investments.

Here's the thing -- you get what you pay for. So, as much as I cannot complain about the limitations of my guitar or fiddle, politicians and policymakers are in no position to lament the conditions of our school system. After all, they are the ones to propose massive teacher lay-offs and funding cuts.

For superior schools and students, both the federal and state governments must invest in education. Unfortunately, current attitudes and policy decisions indicate that, in light of financial troubles, schools can make do with less. With negligible resources, downsized personnel, and cuts to "superfluous programs," such as the arts, we are somehow expected to bolster the image of America's school system and perform triage on issues like troubling dropout rates and inadequate college readiness.

We're not miracle workers.

Many strapped for cash districts, such as New York City, are facing the prospect of drastic teacher lay-offs. Aside from having an obvious negative impact on student progress, such decisions would work counterproductive to policies that are intended, at least in theory, to improve student performance. For example, schools are in the process of adopting Common Core State Standards, a rigorous national curriculum that is slated to go into full effect by 2014. As states implement the new standards, students will need support in mastering the skills of this overhauled curriculum. With an emphasis on high-order thinking, CCSS lends itself to classes that readily offer sufficient teacher-student interaction. Without enough manpower to carry out the objectives of this curriculum, its rigor and ambition is futile.

Common Core State Standards are additionally intended to strengthen the global competitiveness of our schools and students. Amongst many Americans, this is a ubiquitous concern. A decline in our international math and science rankings has caused veritable anxiety and amid a burgeoning fear of China's dominance, we have been told that this is our "Sputnik Moment."

However, with the way things are going, it seems highly improbable that our "Sputnik Moment" will reap outcomes as victorious as the Space Race did decades ago. To assert America's dominance, NASA received financing from the federal government whereas today's schools and other vital institutions are allotted less funding and less support (see Wisconsin). Without the proper backing and resources, it will be impossible to beat out our competitors.

If current jockeying over spending serves is an indicator of where our values now lie, then the collective consciousness of many Americans seems to have abandoned any sort of social responsibility. Scores of excessively wealthy individuals are content to dodge higher taxes, even at the expense of essential public programs. And while the prospect of teacher-layoffs is upsetting, the slashes proposed by the GOP are egregious and in some cases, unconscionable. Americorps? The National Endowment for the Arts? Clean energy programs? Planned Parenthood? Not only do many American's depend on the services these institutions provide, but these programs are responsible for initiatives vital to both the present and future of this country.

We've arrived at an impasse. The fundamental structures and institutions of America have long been defined by a standard of excellence and while many of us still expect this, few are willing to pay for it. As such, the enriching programs, quality of services and contributions that supposedly made us "great," will suffer and diminish. Rarely does excellence materialize from thin air. And so, if we are unwilling to invest in our country and its people, than much like my dime-a-dozen instruments, our nation will be good, not great. ]]>Education Policy: Letting Teachers in on the Conversationtag:www.huffingtonpost.com,2011:/theblog//3.8204082011-02-09T12:07:47-05:002011-05-25T18:30:24-04:00Elizabeth Hamptonhttp://www.huffingtonpost.com/elizabeth-hampton/
This is completely understandable. Not every American can speak knowledgeably on the political backdrop catapulting unrest in the Middle East. Even fewer (some politicians included) can deftly navigate the health care debate. But if you're a citizen of this country, you have likely spent time in a school building and therefore, when it comes to education, you've darn well got something to say.

Amid the cacophony of opinions, there is one set of voices I think we need to hear more from: teachers.

From academia to politics, the views and decisions driving education policy are frequently devoid of educator input. As such, the individuals who yield greatest influence on what happens in our schools are not actually in our schools. This schism causes an unproductive separation between what should happen and what does happen. Too often, teachers are bound to policies and demands that they disagree with. Moreover, the philosophical approaches to our education system are frequently incongruous with what's realistic.

If it were up to teachers, the profile of the American education system would look starkly different. People who haven't worked in a classroom have a justifiably different outlook on how to address the needs of schools. Take, for example, Wendy Kopp, the founder of Teach for America. Kopp has turned TFA into an educational dynasty and in many low-income or urban areas her program has been influential in putting young teachers into the classroom. Unfortunately, this organization, which gets its members from top colleges and universities, only asks for a two-year teaching commitment. After that, the organization has systems in place to assist graduates in the pursuit for other work. If you're reading between the lines, "other work" translates into more prestigious, better paying jobs.

Kopp has never taught a day in her life. Yet, when describing how to "fix" education in America, she exudes nothing short of unabashed confidence. Had Kopp spent anytime actually teaching, she might understand that a constant influx of new teachers purports a culture of instability. And kids are not big fans of instability. I think if TFA had been designed by a classroom teacher, its mission would be very different.

If teachers had a voice in policy decisions, there would likely be a modification to our current system of student assessment. Many educators cringe at the thought of standardized testing. How is it, then, that testing culture has only become more deeply ingrained in the composition of our education system? Policy makers who push for more testing (and teacher evaluations based on testing), have probably never watched the agonizing sight of a child who is struggling to complete a standardized exam.

The debate on overhauling tenure is another area in which teachers' voices are persistently absent. Yes, we need tenure reform, but the rhetoric around this issue is inundated with negative portrayals of veteran teachers. They're overpaid, insolent and begrudging our children the education they deserve -- so the charge goes. As we push for tenure reform, we need not fuel divisiveness between young (cheap) and experienced (expensive) teachers. Instead, let's take the proverbial wart from our veteran teachers' noses. Many of the experienced educators at my school are extremely hard workers and have nothing short of unflappable dedication for their students.

Educators conceptualize the needs of schools and children differently than those outside of the profession. It's easy for a spectator to overlook the unforeseeable hiccups and realities that we face each day. As such, it's easy to take on the role of expert and jump to misinformed conclusions. It brings to mind the adage about walking a mile in a man's shoes before your really know him: perhaps until you've stood at the helm of a classroom, it's unfair to pass judgment on this profession.

How can the voices of teachers be heard? Teacher-driven research and academic research need to form a partnership. When theory meets practice, the results will be far more applicable and realistic. Additionally, teachers need to take part in the conversations that drive policy. Lately, it seems our voices are only heard in the context of embroiled union battles. We can do better than that.

But for any of this to work, the public needs to respect and value what teachers have to say. We are not the bad guys here. In fact, many of us got into this profession (which is not so glamorous, even with summers off) because we care about and want to work with kids. It's time to elicit our opinions and advice.

We're in the classroom everyday -- we might just have an idea of what our schools and students need.]]>Would You Pay Higher Taxes For Better Schools?tag:www.huffingtonpost.com,2011:/theblog//3.8123492011-01-25T12:14:01-05:002011-05-25T18:25:24-04:00Elizabeth Hamptonhttp://www.huffingtonpost.com/elizabeth-hampton/Conservatives led the charge, outlining steps to reach this lofty objective. Under their current proposal, entitlement programs, such as Medicare and Social Security, will likely emerge unscathed. Education, on the other hand, would suffer a major blow.

I know it's taboo to use terms like "very" in quality writing -- but this is very bad.

Schools are already in rough enough shape. Teacher retention rates, crowded classrooms, and a decline in student performance on the international scale are all clear and present indicators of this. Even physical facilities are amiss -- just ask any teacher whose classroom is also home to bedbugs or one of the schools in Staten Island where PCBs were found. Budget be damned, as far as the well-being of our children is concerned, support for education expenditures is a non-negotiable.

Significant cuts to school funding will result in irreparable damage. Schools are, in essence, incubators of human capital. As such, the work force for the next 30 to 50 years is currently sitting in our classrooms. The impact of what they learn, or in some cases, do not learn, goes beyond simply deciding who fills our cubicles, who serves us fast-food, and who lives off public assistance. Their successes and failures also determine how well our industries do and what types of innovations and ideas future generations conceive. Their success also determines how well we are able to compete on global scale.

In its current state, our school system needs more funding than what the status quo allots for. The resources necessary for a good school in 2011 are far more expensive than they were even 20 years ago. Consider the costs of providing students with adequate access to technology: at the bare minimum a school needs one or two computers in every classroom, and ideally, a few class sets of laptops. Now, throw in a couple of Smartboards or, as some innovative programs are attempting, iPads. It adds up.

As technology is at the forefront of the modern world, it has become indispensable to current pedagogical practice. Unfortunately, for many schools, providing these resources means overcoming serious budgetary hurdles. What if the funding disappears and we fail to graduate computer-savvy kids? How will they possibly attain or succeed in a job that, at least in part, is reliant upon computer skills?

Would you pay higher taxes for better schools? I would. But, apparently, that is not the sentiment shared among many of Americans. A recent article in the New York Times found that, with exception of entitlement expenses, most Americans would rather cut government spending than pay higher taxes. This comes as no surprise, given the extension of Bush Era tax cuts. But, we cannot keep talking from both sides of our mouth. If we want better schools, we may need to higher taxes. Hoarding our money will only keep the current problems in education stagnant.

It is na&iuml;ve to think that a sizable portion of the money accrued from a tax increase would be earmarked for education. And while I would be chagrined to learn that such funds just went to bolster military expenditures, I think it is time that we all step up and pitch in. If we want to see change, we have to make some sacrifices. Getting the priorities driving our policies and policy-makers in the right order is important, but it's also time to ask ourselves, the voters, what we can do to help out.]]>Teacher Data Reports: What Should We Be Measuring?tag:www.huffingtonpost.com,2011:/theblog//3.8061882011-01-10T11:18:46-05:002011-05-25T18:25:24-04:00Elizabeth Hamptonhttp://www.huffingtonpost.com/elizabeth-hampton/Teacher Data Reports. The opening of the message, peppered with platitudes, had a surprisingly affable tone -- one clearly meant to ensure skeptical educators that such reports will be anything but career jeopardizing, publicly humiliating, and a narrow evaluation of their effectiveness.

"We are happy to welcome you back to your classrooms after a well-deserved winter break. With the beginning of the new year, we are writing today to spread the word that teachers in the DOE are now being asked to verify their class lists from 2005-06 to 2009-10 for the Teacher Data Reports."

The subtext? Big Brother is watching.

I can already presuppose counterarguments to my criticism of this teacher rating system: If you're doing your job, is there anything to worry about? In what job are employees' performances not evaluated? Is augmented transparency not critical to fixing many of the broken institutions in America? These may be fair claims, but inherent to this rating system exists a fundamental flaw.

For the Teacher Data Reports, test scores serve as the dominant metric through which teacher effectiveness is evaluated. While some mechanisms to differentiate the data are embedded within this system-- grade level, subject area, years of experience, special education status-- passing rates remain the primary method for determining a teacher's value.

And so endures an unceasing emphasis on standardized testing. According to this system, good teachers are those who can teach to the test. And in a jammed packed school year, where there is hardly enough time to cover necessary content, 'teaching to the test' means figuring out exactly what is on a specific exam and drilling students on those topics and skills.

High school teachers are currently exempt from these reports, but let's consider the impact they would have on a subject such as Global History. We'll use the following hypothetical:

A dedicated and veteran social studies educator, Teacher A scans through a Global History Regents, dutifully noting every topic that makes an appearance. Teacher A cross-references the exam with two others from previous years, making tallies next to recurring content. Analyzing this information, Teacher A begins organizing a curriculum by topics most likely to appear on the test. Teacher A, a socially conscious individual who values linking historical events to those of the present, would like to included in-depth units on the Gulf War, Iranian Revolution, and the Korean War. After all, these countries and regions of the world are now playing an increasingly important role in global politics. Unfortunately, after mapping out units and leaving ample time for review, Teacher A realizes there is no time to cover these topics. Conceding that the content of the test to be a priority, both for job security and for students to acquire the capital that accompanies high test scores, Teacher A focuses only on information sure to make the test.

Testing has a stifling impact on the ingenuity and creativity of many excellent teachers. Unfortunately, teaching and learning are becoming so micromanaged, it is difficult to bring unique talents and knowledge to the classroom. Instead, teachers are forced to operate as droids, functioning within the limits of confining curricula. Since when did conformity become such a marketable talent, I wonder?

There is more to teaching than testing. As such, teacher evaluations cannot be centered only around test scores. In truth, conducting a fair evaluation of teacher worth would be an enormous task. It would require the evaluator to examine pages of lesson plans, curriculum maps, and student work. It would mean actually observing this same teacher deliver a lesson and interact with students. And while it might be a time-consuming, tedious job, it would provide an accurate portrayal of what that teacher brings to their students.

Conversely, setting up a computer program to analyze test results is pretty easy. It requires no more work than punching numbers into a keypad. Sadly, this process leaves little room for nuanced analysis and is completely antithetical to the care and consideration lying the heart of good teaching. Do we not owe it to teachers and students to be a little more thorough?]]>Teacher Pay: A Smarter Investment for the New Yeartag:www.huffingtonpost.com,2010:/theblog//3.8029192011-01-02T15:32:53-05:002011-05-25T18:20:30-04:00Elizabeth Hamptonhttp://www.huffingtonpost.com/elizabeth-hampton/Bloomberg News recently ran a piece on efforts being made to overhaul the financial industry. One suggestion offered in this report was for greater transparency regarding the extravagant bonuses and salaries of those in the banking industry. This added measure of transparency is meant to encourage high earners to be forthcoming about both why they received, and perhaps more intriguingly, deserved such financial reward for their services.

Of course, this suggestion has been met with a great deal of contempt, especially from those in finance. It has been argued that making such figures public might create unfair competition within the industry, thus thwarting the most talented individuals to the highest paying firms. That's right, for some folks, several million just doesn't cut it. Another argument posits that employing such scrutiny when looking at these salary figures is unfair because so few people have the skills necessary to be effective bankers. That's quite a bit of self-praise for an industry whose dishonesty and snafus made such a mess of housing foreclosures.

At the other end of the financial spectrum lies the nation's teachers. Our earnings have also popped up in the debate over equitable salary distribution, however, for very different reasons. A recent report found that in a class of 20 students, a good teacher is worth $400,000 in their student's future salaries and earnings. From this perspective, a good teachers is, in effect, using his or her knowledge, skills, and insights to raise future capital. Classrooms and school buildings are a far cry from the glamorous bustle that is Wall Street, but are the daily investments made in our schools not equally important? And at $400,000 of capital raised per class, does this teacher not deserve a bonus for capital gained? Or a least a respectable salary?

And yet, unfairness abounds. When I look out my classroom window in East New York, one of Brooklyn's poorest neighborhoods, a panorama of the midtown skyline lies before me. The looming buildings stand as emblems of the wealth and brilliance synonymous with New York City. And then, I look at the area surrounding my school. There are housing projects across the street and trash piled on the sidewalk. The only place to get food are the corner bodegas, and choices are limited to deli meats or processed snack food. I am appalled that such deplorable inequity can coexist in a city that shares everything from its name to its school system.

It's no secret that the rich are getting indelibly richer, the poor, insufferably poorer. Social and economic repercussions aside, isn't there a point where people in power recognize this divide as unconscionable? And yet, Bush Era tax cuts are extended to the wealthiest of Americans. The money that won't go into improving and supporting America's most needed infrastructures, like schools, is inexcusable. How can our highest earners feel good about owning a vacation home in Idyllic-Get-Away-USA when there are few rooms in my school with working computers?

When the banks were in trouble, taxpayer money came to the rescue. And while bolstering these failing systems was necessary to avoid immediate financial collapse, not taking action to support deteriorating school systems is egregious. Laying off teachers and cutting extra curricular programs may not destroy us as quickly as failing banks, but the impact of these choices will be felt long into the future. So, lets start allocating resources wisely and bolster our schools; unlike volatile economies and mercurial markets, investing in the education of our children is certain to bring a positive return.]]>A Proposal for Cathie Black (SATIRE)tag:www.huffingtonpost.com,2010:/theblog//3.7971792010-12-19T13:43:12-05:002011-05-25T18:20:30-04:00Elizabeth Hamptonhttp://www.huffingtonpost.com/elizabeth-hampton/
While our conversation eventually shifted to matter more appropriate for the weekend -- holiday parties, college sports -- I continued to muse on idea of NYC's new Chancellor working as a sub. As the cogs in my head churned, I dreamed up a fantastical narrative about how her experience might just play out. It looks something like this:

At 7:55, Black arrives at the school. She'd planned on arriving closer to 7:15, but had been unprepared for the irregularity of train service in the more remote outpost of New York City. In and of itself, the train ride was miserable. While she'd intended to scrub up on the Financial Times, an exuberant patron of the MTA had been miraculously moved to sing "What a Friend We Have in Jesus" upwards of 12 stops, only pausing for the occasional instrumental interlude performed on the kazoo.

Standing before the school, Black is unsure of what entrance to take. There are about 75 kids in a line to get through two metal-detectors. She wonders, "Do teachers go through metal detectors? At least school budgets don't allow for advanced imaging technology." Every few minutes, the line is stalled by a vehement argument between security and a student over a cell phone. Security invariably wins and the suddenly enraged student then sulks across the street to the bodega, pays the clerk a dollar to hold the phone for the day, and jumps into the back of the line. Checking her watch, Black queries, "How will these children making it to first period on time?"

There are four high schools in this building and Black's assignment is on the third floor. After climbing over a pool of children playing guitar at the mouth of the elevator, she finds herself at the shockingly inconspicuous main office. Sporting an off the rack costume of khaki Gap slacks and half-priced J. Crew sweater, Black easily looks the part of layman. Sans the power-suit and pricy ear-studs, her coif screams Midwest mom more than no-nonsense business tycoon. Still, the office secretary gives her a curious look before handing her a schedule and classroom key, and saying, with faltering convection, that she is looking for the sub plans.

First and second would be the easiest of the day. The kids trickle in slowly, sleep still present in the corner of their eyes. They've yet to conjure up the gusto to challenge her request and besides, are far more interested in consuming their breakfast sandwiches. The sub plans, as it turns out, were sitting on the desk. Black glances at the agenda. It reads: Test Prep; Reform Movements. Below sits an extensive list of multiple choice exercises and essay practice.

"Well," Black says to herself, "This doesn't look like fun. Reform movements? I can make this exciting!"

Calling upon her innovative spirit, Black decides to bring history to life with the power of spoken word (commonly known as lecture). Unfortunately her insightful monologue on the muckrakers is continually interrupted by a persistent child demanding to see the nurse for an eye twitch. Suspecting the blink to be voluntary, Black declines the request, only to be further pestered by two students arguing over a bathroom pass. In all her years of managerial dominance, never has her power transcended determination over the right to visit the loo. After a moment of indecision, she picks the girl threatening to use a McDonald's cup. Needless to say, the lecture and subsequent writing activity did not go as she'd intended.

Minus the batch of pseudo-flatulence noises emanating from the back corner, third period goes without a hitch. Black is starting to feel good about herself as a teacher.

Fourth period, she is awarded a prep and decides to glance over papers. Few students actually completed the essay she'd assigned in full. While most wrote one of two phrases copied from their notes, one student, wrote a verbose and shockingly inaccurate near dissertation, in which they proclaimed that the Meat Inspection Act did, in fact, give women the right to vote in 1920. Scratching her head, Black could have sworn she taught that better in her 40 minute lecture. Or did that child have the review book with bubble-gum sticking the pages together?

Shattering any newfound confidence, fifth period resembles a scene from Dante's Inferno. Hunger pangs, now appearing in the children's abdomens, serve as a catalyst for anarchy. Black's lecture, which had initially had the same impact as Ambien, now affects the children like to a 32 oz. Mt. Dew. A particularly excitable child who goes by "Big Mac" has engaged in a process of periodic seat changing. Every table he visits either erupts with laughter or an expletive-laced shouting match. Relieved to have a sub, two girls pull out nail polish and promptly begin a process of self grooming. Black would have said something, but she felt the pencil tossing war in the back corner deserved more immediate attention. Before she can reach the students, a copy of Crime and Punishment ironically whizzes past her left ear.

"ALLLLRIGGGHT!" Black shouts, silently lamenting the idea of Dostoevsky turning in his grave.

The children are suddenly quiet. She pauses. Next move, introduce the Progressive Era. But just as the word "Progressive" forms on her lips, every student in the class simultaneously drops their pencil and erupt into uncontrollable laughter.

Sensing her panic, a sweet, quiet girl looks at Black and says. "You should call the Dean."
"How?" Black asks.

"The phone." She replies, pointing to a box on the wall. Black opens the box, there is no phone inside.

The same girl shrugs her shoulders. "Yell into the hallway,"

Letting out a deep breath, and a significant amount of confidence, Black opens the heavy door and shouts the words every teacher dreads. "I need a dean!!!!!"

A spunky young teacher is the only person to be found in the hall. She approaches the door. "Oh, I'm sorry Ms. Black, there aren't any deans on this hall. We lost a bunch of them with the budget cuts. But good luck!"

Caving, Black passes out the boring multiple choice activity. In a reaction only Pavlov could have imagined, the children, clearly programmed for robotic test prep, begin bubbling in answers. Amid the quiet moment, Black scribbles in her notebook "revise budget priorities."

I'll cut the narrative here -- though I was tempted to include an afternoon episode marked by gross hyperactivity, bedbug sightings, and woes associated with textbook shortages. My point: teaching is hard job. And, as present in the rhetoric surrounding education policy, it is easy (and common) for outsiders to make judgments and even decisions about the work teachers do. To really understand this profession, you have to experience it in the day-to-day. When superintendents and school board personnel enter a school, a large production ensues. They are invited into the very best classes with the highest performing children. Unfortunately, such controlled visits do not give a full picture of what is going on in a school and its classrooms.

So, why doesn't Cathie Black perform a little covert operation and spend a day as a substitute teacher. At the very least she'd get a real idea of what the schools in this system need.

]]>The Trouble with Accountabilitytag:www.huffingtonpost.com,2010:/theblog//3.7929262010-12-07T16:34:59-05:002011-05-25T18:15:22-04:00Elizabeth Hamptonhttp://www.huffingtonpost.com/elizabeth-hampton/
In a perfect world, where children are cherubs, teachers are saints, and classroom resources abundant, accountability measures can do a great deal of good. They encourage transparency, an invaluable commodity to educational stakeholders, and provide method through which teachers and administrations can appraise their work in the classroom. They also, to the chagrin of unions, help crack down on administrators and teachers who have no business in the system.

But more often than any of us would like to admit, rigid accountability measures inadvertently operate as perverse incentives, driving schools to mask the real problems. To maintain a stellar report card, schools come to prioritize posting impressive figures over those that illustrate the real needs of our students. Two areas where accountability has been most ubiquitously responsible for distorted realities are in relation to grading policies and how behavior problems are addressed.

As part of the NCLB fallout, it is now incredibly difficult to fail a child. A high rate of failing students reflects badly on a school; therefore, teachers are "encouraged" to maintain a high passing rate. But what about the students who outright don't deserve to pass? Should I really give the lowest possible passing grade to a student who sat in my class everyday, did nothing, and refused extra help? What if, while not completing assignments, their behavior was so disruptive it prevented their peers from learning? I am inclined to think the student should fail -- at least for one marking period to get the stern message. Unfortunately, more often than not, as the end of a semester approaches, teachers find themselves manipulating grading policies or accepting last minute, subpar work in hopes of eking out a suitable percentage of passing marks.

When we pass students under these circumstances, we reinforce the idea that the absolute minimum is satisfactory. While I am not advocating for the right to administer rampant and arbitrary "F's," honest grading policies are important. Aside from delivering a candid portrayal of performance, grades provide teachers with leverage. It is a rare breed of student who approaches their school performance with genuine ambivalence and for many receiving an "F" serves a valuable, not easily forgotten lesson.

In addition to deteriorating high academic standards, an obsession with accountability can have a negative impact on school culture and environment. Often, the schools under the microscope for low achievement face additional struggles in regards to student behavior. Unfortunately, for fear of acquiring suspension rates that indicate large scale disciplinary problems, some schools will avoid addressing behavioral issues in a way that would require documentation.

When trying to pare down suspension rates, schools save documentable consequences for the most severe of offenses. Under this model, cursing at teachers, walking out of classrooms unexcused (aka cutting), or coming to school obscenely late become minor transgressions. They are addressed via a stern chat with the dean or a phone call home. For first time transgressors, this is fine. But after a while, it's time to step off the bottom rung of the consequence ladder. Students are quick to realize what actions will be met with impunity and as we fail to dole out adequate consequences, such behavior becomes chronically embedded in school culture.

The bottom line: by masking reality, we are doing our students a disservice. In no job can a person curse at their boss, arrive upwards of an hour late, or walk out the door when something doesn't go their way. It is our job to teach students those lessons before they graduate high school. Furthermore, by passing our students for completing minimal amounts of work or simply sitting in a classroom, we are conditioning them to believe that they can succeed without working hard. In the workforce, an individual who does the bare minimum will face professional stagnation. They are lucky not to be fired.

It is time for children to matter more than the numbers. Yes, high passing rates look good, but if the students are simply pushed along without doing the work, that statistic is vapid and empty. Yes, high numbers of incidents make for a less attractive school, and while no one wants the selection for a child's educational institution to resemble the decision between doing a family vacation at Disney World or a country on the State Department Watch List, without taking a much needed step back, it is near impossible to move forward.

If we are to have honest transparency and true accountability, schools need to be met where they are. I believe the first step is for school administrators to receive support from above. Let schools implement an actual zero-tolerance policy and crack down on troublemakers. There may be a temporary spike in suspensions, but more than likely, the following year would see less serious incidents and improved academic performance. Whether it is instilling proper disciplinary standards or upholding rigorous academic expectations, schools should not be punished for acting in the best interest of their students. After all, aren't the children who we should be most accountable to? ]]>How to Address Overcrowded Classroomstag:www.huffingtonpost.com,2010:/theblog//3.7887632010-11-29T15:01:49-05:002011-05-25T18:15:22-04:00Elizabeth Hamptonhttp://www.huffingtonpost.com/elizabeth-hampton/New York Times recently ran an article that found, contrary to a 2007 agreement to lower classes sizes, they have actually grown. The findings stated elementary school classes now have an average 23.7 students, while the middle and high school averages rests around 27 students per class.

I don't think things are slated to get much better. Shortly following the Times article NYC Major Michael Bloomberg released a new budget which would cut many as 6,100 teaching jobs over the next two years. Unfortunately, this tightening of the purse strings, which will also contribute to larger class sizes, is not specific to New York City.

Teachers and parents are entitled to lament over excessively large classes. A classroom of 30 students brings unimaginable pedagogical challenges. Simply getting everyone to sit attentively is a monstrous task. With countless children are crammed into a single room, small variables, like temperature or a buzzing radiator, can inspire a classroom management nightmare. "Miss, I can't work with that buzzing sound!" Before you know it, mayhem descends upon your room. In my lowest moments, I've left it to divine intervention... "Please God, don't let Robbie eat the sugary cereal for breakfast again today!!!"

And then there are the academics challenges. Inevitably, 30 students are inclined to approach your lesson quite differently. Developmental psychologist Howard Gardner posited that people are likely endowed with one of eight areas of intellectual competence. Otherwise known as the theory multiple intelligences, they can range from bodily-kinesthetic to musical to interpersonal. In addition to possessing varied mental proclivities, people (and students) are likely to learn via one of four modalities: tactual, visual, auditory, or kinesthetic. Math people, get ready: In a classroom of 30 students, where each student has a combination of one of the eight intelligences and one of the four learning modalities, how many possible outcomes are there?

To avoid the embarrassment of an erroneous calculation on a national media source, I'll just say -- that's a myriad of learning personalities compacted into a single space

As special education programs are notorious for poor allocation of classroom luxuries, my own experience has been no exception to the class size quagmire. My half classroom is shared among three special education teachers, one crisis paraprofessional, two student teachers, and scores of children. While I love my colleagues and students, class periods are rife with interruptions from visitors. The "teacher's desk," shared between six individuals, is more like a document-eating sinkhole. I've learned never to set a valuable sheet of paper on that desk, lest it be lost forever among the endless piles of memos, worksheets, and leftover lunch napkins.

In the interest of sanity and space, I've learned to expand my understanding of what constitutes a classroom. Recently, I took a group of students to a community garden for a volunteer project. We had just completed an English unit that focused on nature and thought a jaunt amid the flora would be the perfect capstone to our work.

For two hours, that plot of land was our classroom. Sans pens, papers, lesson plans, and confining desks, my students learned the ins and outs of composting, beekeeping, and gardening. They asked endless questions about the hierarchical bee society, crinkled their noses at the smell of rotting vegetables, and "rescued" forgotten tomatoes that would soon be turned into compost. My student raked, shoveled, dug, laughed, and most importantly, learned. One student even returned to the garden that weekend with her father to inquire about purchasing a raised-bed for their own joint project.

Moving beyond the classroom is especially important in the education of special needs students. Depending on the severity of a student's disability, the development of life skills can be a critical component of the special education curriculum. Out of classroom experiences, especially those that focus on service learning activities, afford these students an opportunity to access skills and strengths that are sometimes less apparent in core subjects such as math and reading.

Policy makers must support teachers in developing creative approaches to crowded classrooms. Especially in high schools, out of classroom learning experiences tend to be an added component that teachers struggle to squeeze in. For accountability purposes, field trips must painstakingly relate to the current curricular focus. Typically, only highly motivated teachers find the time and energy to create these sorts of opportunities. While I am not advocating for arbitrary extracurricular rendezvous, administrators should laud and encourage teachers taking initiative to get their students involved with their surrounding communities and resources.

If we are going to address the burgeoning class size problem, it is time to think outside the proverbial box that is our classrooms. In a globalized and technologically driven world, the traditional fixtures of our schools, desks, chalkboards, and tome-like textbooks, may need a makeover. As we implement a system of national standards, why not mandate service learning activities or internships for credit towards graduation? Through these experiences we can ease the burden of overcrowding and broaden pathways to learning. Along the way, students may realize that what takes place in a classroom is not isolated, but applicable to the real world and, most importantly, their futures.]]>